Rationale:When
students begin to read they must focus on blending phonemes and sounds.
Tongue
twisters, reading, and spelling are great ways students can learn
phoneme
awareness and become familiar with letters and sounds in words. Short
vowels
are often hard for young children to identify, so it is wise to start
teaching
those first. The goal of this lesson is for students to recognize
phoneme e= /e/
in written and spoken words.

Materials:

-Matching
game- matching /e/ words with a picture of an object

-Book- Red Gets Fed

-Letter
tiles for each student (e,d,b,p,t,b,a,h,s,n,c,r)

-Letter
boxes for each student (up to 5 boxes)

-Letterbox
words: 2- Ed 3- bed, pet, bath4- sped,
bent 5- crept

-Poster with
tongue twister: Eddie the Eskimo is excited about eggs in bed.

-List of
letterbox words for students to read on chart

-Worksheet
matching words to pictures

Procedures:

1.I
will explain
to children that we use reading and writing for just about everything
that we
do. I will tell them that in order to be able to understand what we are
reading
we must become able to blend certain sounds together. Next, I will
model some
words for the children that have the e=/e/ correspondence. 'The sound
eeeeh can
be found in words like fedand egg. Can you say fed?
Good! Now can you say egg? Good! Do you hear how we smooth the
/e/
sound with the othersounds?'

2.Before we
are able to
blend other sounds with /e/ we must make sure that we are familiar with
the /e/
sound.The letter E
represents the /e/ sound.One way to remember the /e/ sound is to think of Bugs Bunny! He
always
says 'Eeeh, What's up Doc?'Can everyone
say 'Eeeeh, What's up Doc?' and really focus on the /e/ sound.

3.Now that we understand a little
more about the /e/ sound, we are going to learn a tongue twister.Listen closely as I say it first and point to
the words on the poster, 'Eddie the Eskimo is excited about eggs in
bed.' Now I
want you to read it with me stretching out the /e/ sound like this
/eeee/ddie.(Everyone together)
'/eeee/ddie
the /eeee/skimo is /eeee/xcited about /eeee/ggs in b/eeee/d.Good job guys! Now who can tell me how many
/e/ sound were in our tongue twister?Good there was 5!

4.Since we are becoming so
good at finding the /e/ sound in words I am going to ask you a few
questions,
but first I will give you an example.Do
I hear /e/ in pet or tag? Hmm /pp/
/ee/ /tt/ I hear it in pet!
Now let's see if you can find the /e/ sound. Do your hear /e/ in bed or hat? ten or sit?

5.Now we are going to do a
letterbox lesson which will help us learn to spell and hear the sounds
of words
including the /e/ sound.(Hand letter
tiles and boxes to each student) I will read a word to you and you will
spell
it in the boxes placing one SOUND in each box.I will start by showing you how with the word get.The first sound I hear
in get is /g/ and the letter that goes with that sound is g, so I will
place g
in my first box.The next sound I hear is /e/ which is represented with the letter e.So e goes in the second box. The last sound
in get is /t/ which is made by the
letter t which means that a t will go
in the last box.

6.Now it is your turn to
spell using the letterboxes and your tiles.For the first word you will need two boxes because there are two
sounds
in the first word.The first word is Ed.
( Go through all of the words helping them when needed by pointing out
the
vowel, body, and then coda.)

7.Great job spelling all of
the words, but now we will try to read those same words you just
spelled! (Each
student will read the list off of a chart)

8.Now
that we finished with the words from our letterboxes, I'm going to
write down
some pretend words and we'll see how we can read them. Now, these words
aren't
real, but they may look like some real ones that you have come across
before.
(I will then write the following pseudo words on the board): heb, sem, nep. This will help me to
assess their decoding and blending skills.

9.Now we are going
to read a
book called Red Gets Fed. This is about a dog named
Red. He
is hungry and trying to figure out how to get some food. To see
if he
gets fed, we will have to read the story.Listen closely for the /e/ sound as we read and don't forget to
think
about Bugs Bunny saying 'Eeeeh, What's up Doc?' Students will get
with a partner so that each child has an opportunity to read.

Assessment:

For assessment I
will have the students complete a
worksheet matching words with the /e/ sound to the correct picture of
the
action or item.The students must be
able to decode the /e/ sound and be able to blend the sounds together
in order
to correctly complete the worksheet.